On the Differential Effects of Computer-Mediated and Metalinguistic Corrective Feedback on Iranian EFL Learners’ Writing Accuracy
محورهای موضوعی : English Language Teaching (ELT)میر ایوب طباطبایی 1 , کامه خاصه خان 2 , نگین قویدل نیا 3 , صمد رمزی 4
1 - Payam-e-Noor University, Instructor, Salmas, Iran
2 - Department of English, Salmas Branch, Islamic Azad University,
Salmas, Iran
3 - Department of English, Salmas Branch, Islamic Azad University,
Salmas, Iran
4 - Payam-e-Noor University, Instructor, Salmas, Iran
کلید واژه: Corrective feedback, EFL learners, Writing Accuracy, Metalinguistic Feedback, computer-mediated feedback,
چکیده مقاله :
The present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy. To this end, based on Nelson Proficiency Test (300 A), 69 Iranian advanced EFL learners, including 45 males and 24 females, aged between 17 and 24, learning English in language institutes in Salmas, were selected randomly out of the total population of 121 EFL learners and then divided into three groups. The participants in the two experimental groups received metalinguistic and computer-mediated feedback separately while those in the control group received no feedback. The analyses of the results obtained through a pre-test and a post-test indicated that both feedback types significantly influenced learners’ writing accuracy. However, analysis of the participants’ performances on the post-test demonstrated that metalinguistic group outperformed computer-mediated one. Thus, the effect of metalinguistic feedback was more than that of computer-mediated feedback. In addition, both of them were more influential than no-feedback instruction. The findings of the present study can be fruitful for syllabus designers and EFL teachers.
یکی از مهم ترین عواملی که در دهه های اخیر مورد بحث و گفت و گو قرار گرفته است و می تواند زبان آموزانرا در یادگیری هر چه موثرتر یاری نماید، تأثیر بسزای دریافت بازخورد در کلاس های زبان است. برای دستیابیبه مهارت کافی در جنبه های مختلف زبان مقصد (از جمله مهارت نوشتاری)، تصحیح خطا و دریافت بازخوردکمک چشمگیری در رسیدن به اهداف زبان آموزان دارد. این تحقیق اثرات دو روش کامپیوتری و فرا زبانیبازخورد را بر روی دقت نوشتاری زبان آموزان ایرانی مورد بررسی قرار داده است. بر اساس نمرات حاصل از آزمون69 زبان آموز بزرگسال در سطح پیشرفته، شامل 45 مذکر و 24 مونث، بین سنین 17 ،( نلسون (فولر و کو ، 1976و 24 سال که در حال یادگیری زبان انگلیسی در سطح پیشرفته در آموزشگاههای شهرستان سلماس بودند در اینتحقیق شرکت کردند. شرکت کنندگان به سه گروه تقسیم شدند. دو گروه آزمایشی بازخورد کامپیوتری و فرازبانیدریافت نمودند و در گروه کنترل هیچ گونه بازخوردی فراهم نشد. بررسی نتایج بدست آمده از پیش آزمون و پسآزمون نشان داد که هر دو نوع بازخورد تاثیر بسزایی در دقت نوشتاری زبان آموزان دارد. هرچند بازخوردکامپیوتری دردقت نوشتاری زبان آموزان تاثیرداشت، شرکت کنندگان در گروه فرازبانی آزمون نهایی را با موفقیتبیشتری پشت سر گذاشتند. در نتیجه تاثیربازخورد فرازبانی نسبت به کامپیوتری چشمگیرتر بود. در پایان اینتحقیق بحث ها و نتایج ارائه شده است.
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